GRADES 9 School Sinusa Integrated School Grade Level 7

DAILY LESSON LOG Teacher Noland C. Nejarda Learning Area MATHEMATICS

Feb 13-14&16-17, 2023
Teaching Dates and Time Quarter 3
1:50-2:40

Monday Tuesday Thursday Friday

I. OBJECTIVES

1. Content Standards The learner demonstrates understanding of key concepts of geometry of shapes and sizes, and geometric relationships.

2. Performance Standards The learner is able to create models of plane figures and formulate and solve accurately authentic problems involving sides and angles of a polygon.

Represents point, line, and plane using Illustrates subsets of a line (M7GE-IIIa-2) Classifies the different kinds of angles . Classifies the different kinds of angles
3. Learning Competencies concrete and pictorial models (M7GE- (M7GE-IIIa-3) (M7GE-IIIa-3)
IIIa-1)

II. CONTENT
The Undefined Terms in Geometry Classifications and Subsets of Line Different kinds of angles Different kinds of angles
III. LEARNING RESOURCES

A. References

1. Teacher’s Guide Pages 228 Pages 228 Pages

2. Learner’s Materials Pages 184 Pages 184 Pages 196 Pages 198
3. Textbook

4. Additional Materials from

Learning Resource (LR)
portal

B. Other Learning
Resources

IV. PROCEDURES

A. Reviewing previous lesson The teacher presents the following Ask the students to form terms from the The teacher review the undefined terms in The teacher reviews the different kinds of
or presenting the new lesson illustrations to the students. Then ask the given set of jumbled letters. geometry: angles.
students to name each. SECINTINGERT LELPARAL
CONENTCURR WEKS SEILN Points, Lines and plains Identify the kinds of angles. Given the
ENTGMSE YAR measure.

1. 35°
 2. 90°

3. 158°

Answers key:

intersecting lines
parallel segment
concurrent ray

Possible responses:

line segment, rectangle, point, line, caption

box (answers vary)
B. Establishing a purpose for The teacher lets the students realized that
The teacher lets the students realized that
the lesson recognizing the different kinds of angles is
The teacher lets the students realize that a recognizing the undefined terms in
The teacher lets the students illustrates the an important skill needed to understand the
line, point and plane can be used to form geometry is an important skill needed to
subsets of a line. measurement of the different kinds of
concrete or pictorial models. understand the concepts of different kinds
of angles. angles.

C. Presenting examples/ The teacher lets the students, in groups of The teacher ask the students to define The teacher lets the students, in groups of The teacher lets the students, in groups of
instances of the lesson three, do the activity intersecting lines , parallel lines , concurrent three do activity 1 found page 196 in three do activity 1, letter a, found page 198
lines , skew lines , line segment and ray. learners material. in learners material.
Do the activity entitled: Objects Representing the Undefined Terms
The following are some of the objects around us that could represent a point , a
line or a plane. Place each object in its corresponding column in the table. Do this
in a one whole sheet of paper. Answers:* Corner of a table * laser
* blackboard Answer key:
* Wall * Intersection of a side wall and ceiling * Tip
of a needle * ElectricIntersecting
wire * lines are lines that
Intersection of the 1.
meet at one point
front wall and ceiling * are
parallel lines Surface of the
coplanar Table
lines which neverAn intersect
Angle is a union of two non-collinear
* Paper * Edge of a Table * Hair
concurrent lines are three or more lines thatrays
intersect
with at only one
common point. The two non-
endpoint.
Note : Make a table with 3 columns. On the first column write, collinear
skew lines are lines that do not lie on the same plane.rays are the sides of the angle
could represent a Point , on the second column write,
line segment is a subset of line that has twowhile
represent a Line , and on the third column write,
the common endpoint is the vertex
end points.
a Plane. ray is a subset of line having one endpoint extending in one direction

Answer key:

point line plane

corner of
laser the table wall
Tip of the intersectio surface of
needle n of side the table
of the wall
and paper
 ceiling
electric
wire
intersectio
n of front
wall and
ceiling
edge of
the table
hair

D. Discussing new concepts Ask the students to define a point , line and Based from the figure presented, Lines CG The teacher discusses the students the The teacher discusses the students the
and practicing new skills #1 plane. Then give the mathematical and GF intersect at point G. They are process of arriving at the answer of each process of arriving at the answer of each
definitions of each term . Then ask the intersecting lines. Lines AB and DC are exercise in activity 1. Furthermore, he/she exercise in activity 1.a. Furthermore, he/she
students to use the figure below to identify parallel lines. Lines AD , AB, and AE are asks the students about the mathematical asks the students about the mathematical
what is being asked. concurrent lines and they are concurrent at skills and principles that they use to skills and principles that they use to
point A. Lines DH and EF are two lines recognize angles. He/she tells them that recognize angles. He/she tells them that
A. Name the point(s) in the interior region which are either intersecting nor parallel. angles have different kinds of measure. angles can be measured through the use of a
of the circle. These two lines do not lie on a plane and compass.
are called skew lines.
B. Name the point(s) in th einterior of the Take note: * Two lines are intersecting if
triangle. they have a common point. * Three or
C. Name the line(s) in th einterior region of more lines are concurrent if they all
the triangle. intersect at only one point. * Parallel
D. Give other name(s) for line P. lines are coplanar lines that do not meet. *
Skew lines are lines that do not lie on the
E. Name the plane that can be formed by same plane. * The line segment and the
the three points in the interior of the circle. ray are some of the subsets of a line. A
F. Name the plane formed by line P and segment has two endpoints while a ray has
point L. only one endpoint and is extended endlessly
G. Name the points outside the region in one direction. Give more examples on
bounded by the triangle. the different classifications and subsets of a
H. Name the points outside the circular line
region.

I. Name the points of Plane M.

J. Give other names for plane M.

Discuss the following:

1. Two points determine a line.

2. Three points not on the same line

determine a plane.

E. Discussing new concepts
and practicing new skills #2
F. Developing mastery
(Leads to Formative Assessment 3)
3. Two intersecting lines determine a plane.
4. Two parallel lines determine a plane.
5. A line and a point not on the line
determine a plane.
6. Collinear Points
7. Coplanar points/lines
Let the students do the following.
1. Illustrate point Z and point X.
2. Draw line AB.
3. Draw plane ABCD.
4. Illustrate point T inside plane FACE.
5. Draw a line T that intersect plane TRUE
at point T.
The teacher discusses and illustrates The teacher discusses and illustrates
thoroughly the classification of angles thoroughly the measurement of angles on
on page 197 of Learners Material page 198, activity 1.b numbers 1 to 5 of
Angle is a union of two non- collinear rays Learners Material.
with a common endpoint. The two non-
collinear rays are the sides of the angle,
while the common endpoint is the vertex.
Answer key.
Three kinds of angles according to
1. 80°
measure: Acute angle is an angle
whose measure is less than 90°, but greater 2. 120°
than 0°.
Right angle is an angle whose measure is 3. 90°
equal to 90°.
Obtuse angle is an angle whose 4. 70°
measure is greater than 90°, but less
5. 90°
than 180
Ask the students to illustrate / draw each Working in pairs, the students identify the Working in pairs, the students answer on
classifications and subsets of a line. kind of angles given the measure. page 198, activity 1.b numbers 6 to 10 of
Learners Material.
1. 45°
6. 50°
Answer: 2. 175°
7. 140°
3. 90°
ray B B 8. 160°
4. 5°
line segment D
 Answer key: 9. 20°

1. .Z, .X 10. 40 °

2 A B
3 a b 5. 100°

Answer key:

1. Acute
c d
2. Obtuse
4 F A CD C
3. Right
.T
E C 4. Acute

5. Obtuse
5 U E

R T

G. Finding practical
Group Activity:
A. Draw the three kinds of angles
applications of concepts and according to the following given
Everybody look around and write an
skills in daily living measure. Acute – 30°
object under each heading. First to
complete fifteen objects will be declared Obtuse – 100°
winner. Objects must be seen around the Right – 90°
room.By the count of three. No. 1 was
done for you Points Lines Planes
1.tip of curtain black
a pen rod board 2.
3.
4.
5
H. Making generalizations and Ask the students to answer the following Refer to the figure presented. The teacher summarizes the mathematical The teacher summarizes the mathematical
abstractions about the lesson questions to ponder: skills or principles used to recognize the skills or principles used to recognize the
Given: The points A, B, C , D , E , F , G , kinds of angles, its measure, and the kinds of angles, its measure, and the
1. Consider the stars in the night sky. Do and H are corners of a box. Then ask the definitions of angles through questions like: definitions of angles through questions like:
they represent a point? students to name intersecting lines , parallel
lines , concurrent lines , skew lines , line 1. What is an angle? 1. What is an angle?
2. Consider the moon in its fullest form. segment and ray
Would you consider a full moon as a 2. What are the kinds of angles? 2. What are the kinds of angles?
representation of a point?
3. What is the measure of an acute angle, 3. What is the measure of an acute angle,
 obtuse, and right angle? obtuse, and right angle?

4. What is instruments is used to measure

an angle?
Answer

1. An Angle is a union of two non-collinear

rays with common endpoint. The two non- Answer
collinear rays are the sides of the angle
while the common endpoint is the vertex. 1. An Angle is a union of two non-collinear
rays with common endpoint. The two non-
2. Acute, Obtuse and right collinear rays are the sides of the angle
while the common endpoint is the vertex.
3. acute angle measure greater than 0°but
less than 90° 2. Acute, Obtuse and right

Right angle measure exactly 90° 3. acute angle measure greater than 0°but
less than 90°
3. A dot represent a point. How big is the Obtuse angles measure greater than 90°
area of a dot that represents a point and a but less than 180° Right angle measure exactly 90°
dot that represent a circular region?
The teacher lets the students answer Obtuse angles measure greater than 90°
4. A point has no dimension. A line has individually the formative assessment. but less than 180°
dimension. How come that a line composed
of dimensionless points has dimension? Classify the given angle measure. 4. Protractor

5. A pencil is an object that represents a 1. 150°

line. Does a pencil extend infinitely in both Answer:
2. 38°
directions? Is a pencil a line?
The subset of lines are ray and line segment 3. 90°

4. 134°

5. 18°

Answer key:

1. Obtuse angle

2. acute angle

3. Right angle

4. Obtuse angle

5. acute angle
I. Evaluating learning The points A, B , C, D, E, F, G and H are Based on the figure/ box , ask the students The teacher lets the students answers on
corners of a box shown below. Answer to answer the following: page 198, activity 1.b numbers 11 to 15.
 Refer to the segment and ray presented: Individually

1. What lines parallel to line AD 11.30°

the following questions: 2. What lines are skew to line BF 12. 60°
1. How many lines are possible which can For item 3-5, refer to the segment and ray 13. 70 °
be formed by these points? represented.
14. 20°
2. What are the lines that contain the point 3. What are the points on ray QT?
A? 15. 110°
4. What are the points on ray PQ?
3. Identify the different planes which can
be formed by these points. 5. What are the points on ray XU?
4. What are the planes that contain line DC?

5. What are the planes that intersect at line

BF?

Answer key:

1. line BC and HE
2. line DH
3. none
4. none
5. none
J. Additional activities for
application or remediation

V. REMARKS

VI. REFLECTION

1. No. of learners who earned

80% on the formative
assessment

2. No. of learners who require

additional activities for
remediation.
3. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson.

4. No. of learners who continue

to require remediation

5. Which of my teaching
strategies worked well? Why
did these work?

6. What difficulties did I

encounter which my principal
or supervisor can help me
solve?

7. What innovation or localized

materials did I use/discover
which I wish to share with
other teachers?